CYCLE 2 E 1 CYCLE 1
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research, if they got score 70 is 70%.The researcher prepared a lesson plan of flashcard teaching strategy for cycle 1. Next, The researcher made a design instrument that consist of multiple choices for re lection and exercises every cycle.The researcher prepared media that given to students.The researcher explained to the teacher aboutflashcard teaching strategy.The, the researcher prepared that use to collect the data such as observation sheet. The researcher prepared administration list such as score sheet.
2) Action
In this step, the researcher and collaboration was doing to learning process that had made in learning in learning plan that teaching vocabulary using flashcard. In teaching and learning process the researcher invited the students more active and enthusiastic. For taking the students were enjoy, the researcher said “ready” and thestudents answered “yes”. Then the researcher gave material of vocabulary. After the researcher expalined of use from material of vocabulary. the students had to say about fruit‟s name or other. The researcher will invite to the students mention and said “play” and the students answered “ok”.
3) Observation
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In this step, the researcher collected the data from the action planning that hade been made, including all of what the students did in the classroom based on instrument that made by researcher. The purpose of the observation described what happen in action process of the research.during observation the researcher was accompanied by the independent creativity who helped the researcher to note all the changed in classroom.
4) Reflection
This was last step of the cycle. The researcher reflected on the findings to more accurately define the thematic concern.this reflection also included self-reflection by the participants Lewin in Sanjaya. In other words, the researcher needed to process all of the data from observation of students activity and score of the test in action one. It was very important to improve the competence in doing the classroom action research.
b. Cycle 2
The steps in cycle 2 were the formulation of the cycle 1. In cycle 2, the activities were similar to those in cycle 1, but there were some emphases due to the revised plans.
c. Next Cycles
Next cycles was conducted as well as the cycle two, and they was done based on the result of cycle two or previous cycle.
42 G. Indicators of Succes
This classroom action researchwas succes if the using flashcard teaching strategy would increase the fifth grade students of English vocabulary mastery of SDN 024 Bengkulu Utara in academic year 2017/2018 with 70% students had got the score on top of the school standardization score 75.
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CHAPTER 1V
RESULT AND DISCUSSION
This chapter present the result and discussion of the research. The result showed the students‟ score of vocabulary mastery in Pre-assessment, Cycle I and Cycle II. The result also included the description of observation sheet, interview, and survey which support the analysis data of students‟ score. It is also showed whether Flashcard teaching strategy could increase the students‟
ability on English vocabulary mastery.
A. Result of the Research
Since it was a classroom action research, so the researcher helped by collaborator who was the English teacher of SDN 024 Bengkulu Utara in doing this research. There were four steps in each cycle of this research:
they were planning, action, observation and reflection. The result of each cycle was used as reflection to make better improvements for the next cycle.
Before doing the research, the researcher collected the pre-assessment to know the students‟ ability and vocabulary mastery. It was about 19 of students at the fifth grade in the V class got poor score, 7 students moderate score in vocabulary mastery test. The result showed that the mean score could not reach the standard of passing grade of SDN 024 Bengkulu Utara that was 70. This result also concluded that students‟
ability in vocabulary test still have low. Furthermore, a new strategy or technique in teaching was needed to be applied in order to create a better
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learning process and to improve the students‟ ability in vocabulary mastery. Therefore, the implementation of Flashcard teaching strategy was expected to solve the problems and to increase students‟ ability in vocabulary mastery.
The result of data analysis of pre-assessment and every cycle showed that there was increment on students‟ score. It mean that Flashcard teaching strategy was effective in increasing the students‟ ability on English vocabulary mastery.
1. Pre-asessment
The studentswere given a pre-assessment (English Vocabulary Test) in order to measure their level in English vocabulary mastery.
Before doing the action, the researcher applied pre-assessment to the sample in order measure the students‟ ability in English vocabulary mastery. It informed students‟ability in English vocabulary mastery before the researcher applied Flashcard teaching strategy.
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Grahically, the students‟ score on pre-assessment can be seen as follow:
Chart 4.1
The Students’ Score in Pre-assessment
Based on figure 4.1, the students‟ ability in English vocabulary mastery were on poor and moderate category. It means that the researcher should increase the students‟ ability in English vocabulary mastery by using Flashcard teaching strategy, otherwise sould increase the students‟score in English vocabulary mastery.
Very Low Low
Good Excellent
0 5 10 15 20